Our Curriculum Statement
INTENT: What are we trying to achieve with our curriculum?
The Harford Manor curriculum is focused on a developmental perspective based on the four core areas of Communication and Interaction, Thinking and Problem Solving, Self-Regulation and Behaviour and Independence.
It is designed to maximise opportunities to develop these through play; investigative opportunities and learning in real life contexts. This approach supports our pupils to become autonomous learners and develop the knowledge and skills to be involved in making decisions in their school life and to be ready for life after school. The Key Barriers to learning are identified for each individual pupil and drive the approaches, therapies and focus of the individuals’ experiences, in order to address and support these.
Half-termly topics are in place across the whole school to provide a context for learners to engage with the curriculum. The topics add a rich and engaging dimension to all curriculum strands and enable them to be kept fresh.
A guide to our four year topic cycle can be found in the document below.
National policies such as the Relationships, Sex and Health Education, British Values and Spiritual, Moral, Social and Cultural development are embedded into the curriculum through the focus on preparing for adulthood, community involvement, and play.
Through learning in real life contexts and transition reviews as part of the EHCP process in year 9 highlighting needs and actions to prepare our pupils for life after school, there is a sharp focus on the Careers Strategy.
The curriculum document will be on the school’s website and the objectives of the curriculum will be shared with staff, parents and governors through meetings and discussions. Parents and staff will have opportunity to give their feedback on the curriculum through surveys, and pupils’ views will be collected through a learning walk and student council where possible
IMPLEMENTATION: How do we deliver our curriculum?
In order to provide pupils across Harford Manor with experiences that are relevant, interesting and challenging, and to identify opportunities for progression, we have adopted a curriculum structure which allows for developmental progress regardless of age.
This forms a framework for the teaching and learning. The rolling plan of topics provides varied contexts for learning.
The curriculum covers skills, knowledge, and understanding across a range of areas of learning, and these are blended together, so as to facilitate a ‘learning flow’ based upon the individual needs and abilities of pupils. Individual learning needs are further met through bespoke intervention programmes for enhanced personalisation which support their key barriers.
What does our Curriculum look like?
Our student's 'learning journey' is depicted in the flow diagram below:
Our curriculum is split into 6 core areas or 'strands', that each cover specific areas of learning whilst interweaving to provide opportunities for a cross-curricular approach and dynamic lesson planning within each of our half termly topics.
These 6 curriculum strands are explained in the document below:
Within these 6 core strand areas are sub categories of learning, each with their own unique 10 step development pathway called the 'Harford Manor Steps'. Our students do not necessarily work through these steps in a linear way and a best fit approach, suitable for each individual child is always taken. Below you will find our Harford Manor Steps curriculum document.
Pupil focused outcomes and learning goals are also derived from other sources, such as The 'Autism Education Trust' and 'OCR Life and Living Skills', and there are links below to find out further information about these programmes of learning.
OCR Life and Living SkillsAutistic Education Trust (AET)
Much of the learning is through play and practical activities such as shopping, cooking and community access.
All classes have regular access into the local community for learning activities. These sessions provide lots of opportunity for cross-curricular links and enable pupils to understand how the skills they are learning can be used in real life contexts. Learning in this way supports many pupils who are ‘switched off’ by more formal teaching to engage in their learning
Throughout the school, there is a focus on the Characteristics of Effective Learning from EYFS:
- Playing and Exploring
- Active Learning
- Creating and Thinking Critically
The rigour in writing each pupil’s Personalised Learning Goal (based on the outcomes in the pupil’s Education, Health and Care plan) ensures that there is a clear focus for each pupil’s learning and the curriculum is the vehicle for delivering this.
Staffing levels within classes are based on the needs of the pupils in the class. Staff training is focused on the needs of the pupils and includes training in areas such as mental and emotional health, Augmentative and Alternative Communication (AAC), Attention Autism, Intensive Interactions, play therapy, sensory processing, TEACCH, Jolly Phonics, Talk Tools, Zones of Regulation. Further details regarding some of these approaches can be found using the links below.
Where needed, school accesses external resources and environments to enhance the learning that takes place on site e.g. Sports at the local university, swimming off-site, shopping, café visits, use of a local gym, horse-riding.
Curriculum Content Overview
Below you will find 'quick links' to our termly topic curriculum overviews, published by each class for the academic year so far.
IMPACT: What difference is our curriculum making to pupils?
Pupils’ individual targets, prior learning and attainment, as evidenced on Earwig is used to inform planning and curriculum delivery.
Data from Personalised Learning Goals (previously SEN support plans) and other frameworks indicates that pupils are making good or better progress. Although there is no historical progress data many pupils have been tracked using AET framework and MAPP assessment tool and this has been able to evidence the small steps progress it has been previously impossible to monitor. Tracking evidence of EHCP outcome through PLG is evidence of ipsative progress and continues to be good or outstanding
Pupils in KS4 (where appropriate) and Post 16 are following accredited course routes that focus on functional skills. Several pupils left Harford Manor in July 19 with Level 1 or Entry Level qualifications.
Anyone wanting to find out more about the curriculum we offer is welcome to contact us, speaking to Kathy or Gail in our school office in the first instance using the contact details below.
Telephone | 01603 451809